The Importance of Student Success Courses in Overall Academic Achievement.

2021 ◽  
Author(s):  
Rupert Rhodd ◽  
Sandra Schrouder ◽  
Jerry Kolo ◽  
Evan Jaffe
Keyword(s):  
Academic Achievement ◽  
Student Success ◽  
Success Courses

Developmentally and Culturally Effective Instructional Strategies for Linguistically and Culturally Diverse Young Children

2018 ◽  
pp. 257-284
Author(s):  
Patsy J. Robles-Goodwin
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Student Success ◽  
Instructional Strategies ◽  
English Learners ◽  
Teaching Practices ◽  
School Environments ◽  
Specialized Knowledge ◽  
Factors Affecting ◽  
Changing Demographics

The rising numbers of English Learners (ELs) in our schools requires educators to have a specialized knowledge base for understanding their linguistic needs, especially when planning for instruction; teachers also need to use language acquisition principles for working with ELs and integrate effective instructional strategies in their teaching. Studies have found factors affecting student success in public schools: 1) inadequate preparation of teachers, 2) ineffective teaching practices, and 3) at-risk school environments. These complex factors impact the instruction and ultimate success of student learning which is extremely detrimental to ELs. Therefore, the focus of the chapter addresses: the changing demographics, historical reasons for low achievement of ELs, and how educators can use their understanding of best practices to motivate ELs and increase their academic achievement. This chapter provides effective teaching practices for ELs and instructional activities that teachers can implement to help young ELs succeed academically.

Exploring Student Success Courses With a Latinx Perspective: A Focus on Students and Outcomes

2020 ◽  
Vol 2020 (190) ◽  
pp. 35-47
Author(s):  
Cynthia L. Santana Sommer ◽  
Marcela G. Cuellar
Keyword(s):  
Student Success ◽  
Success Courses

Close Campus Friendships and College Student Success

2017 ◽  
Vol 21 (3) ◽  
pp. 270-285 ◽  
Author(s):  
Ryan H. Bronkema ◽  
Nicholas A. Bowman
Keyword(s):  
Academic Achievement ◽  
College Student ◽  
Student Success ◽  
Grade Point Average ◽  
Graduation Rate ◽  
Student Attrition ◽  
Multilevel Analyses ◽  
College Student Success ◽  
Grade Point ◽  
College Friendships

Friendships are widely considered to be an essential part of life in college and beyond. The existing literature on college friendships, academic achievement, and student attrition is mixed, which may occur as a result of varying ways of defining friendship. This study adds to an understanding of these dynamics by examining both the number of close campus friends as well as the emotional connection students have with these friends within a large, multi-institutional sample. Multilevel analyses found that both of these attributes of campus friendships are positively and significantly related to six-year graduation rate, whereas only the number of close campus friends significantly predicts college grade point average.

scholarly journals Mismatch between student and university expectations of academic achievement

2020 ◽  
Vol 8 (2) ◽  
pp. 97-106
Author(s):  
Warren Lake ◽  
Hanabeth Luke ◽  
Bill Boyd
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Student Success ◽  
Student Performance ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Analytical Analysis ◽  
The Impact

Student perceptions of their studies and learning are important influencers of academic performance and outcome. Here we find that the grades students anticipate obtaining may differ significantly from grades awarded: students’ perceptions of their studies appear to be at odds with the university’s assessment of their academic worth. A previous study introduced students to the concept of self-efficacy and its effects on academic performance and outcome; we demonstrate that students’ self-efficacy can be raised. Importantly, the focus is not on the validity of the concept of self-efficacy as the guiding or defining principle in this research, but rather a means to potentially identify important student perceptions that may influence academic performance. Moreover, the effect, emphasises a mismatch between student and university expectations of the measure of achievement: students overestimate their anticipated grades against grades awarded. By encouraging improved self-efficacy are we emphasising differences between anticipated and awarded grades? Are we diminishing the student’s sense of achievement and therefore negatively impacting on student performance? To resolve this, in this study we shift the focus from the purely analytical analysis of the impact of self-efficacy and highlight assumptions of the primacy of grades as signifier of academic success. Academic success is motivated by a desire for learning as much as for good grades. Furthermore, a student’s academic success reflects a complex of socio-personal influences. These perspectives allow the effects of improved self-efficacy to be formative in the student’s maturing sense of belonging within education. The survey and concept of self-efficacy is now better understood as the vehicle for improved experiences of learning, becoming potent drivers of student success.

The Role of Gender on Student Success

2017 ◽  
pp. 1542-1558
Author(s):  
Tuncay Bayrak ◽  
Anil Gulati
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Information Systems ◽  
Graduate Students ◽  
Student Success ◽  
Graduate Program ◽  
Female Students ◽  
Male Students ◽  
Introductory Course

Numerous studies have investigated why computers are perceived as being a male domain. In this study, the authors examine intra-gender differences among undergraduate and graduate students who enrolled in Management Information Systems (MIS) courses and attempt to answer such questions as do males achieve significantly higher scores in MIS courses? Does instructor gender affect female students' academic achievement? Do females underperform males in achievement at either or both undergraduate and graduate levels? This paper provides findings which demonstrate that female students performed significantly better than their male counterparts in the two introductory undergraduate MIS courses and performed equally well in an upper lever MIS course and an introductory course in the graduate program. Male students were impacted by the gender of the teacher. Even though it was not a main focus of the present study, the authors cannot resist making a casual observation that female teachers were more effective in the classroom.

Student Success Courses in the Community College

2009 ◽  
Vol 36 (3) ◽  
pp. 195-218 ◽  
Author(s):  
Lauren O'Gara ◽  
Melinda Mechur Karp ◽  
Katherine L. Hughes
Keyword(s):  
Community College ◽  
Student Success ◽  
Success Courses
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